TOPICAL UNDERSTANDING:European settlers, Native Americans, and Africans influenced each other’s cultures.
ESSENTIAL QUESTION:
How did the culture of each colonial region develop? OBJECTIVE: 2.B.1.b - Students will be able to describe how cultures changed as a result of Native America, African, and European interactions. 2.B.2.a – Students will be able to analyze how the influx of immigrants let to the economic growth and cultural diversity. 3.C.1.b – Students will be able to analyze the consequences of migration between the colonies and immigration to the colonies, such as Europeans and Africans immigrating to the east coast of the United States. 3.C.1.c- Students will be able to explain the importance of shipping and trading to the economic development of the colonies, such as Triangular Trade. 4.A.4.b – Students will be able to explain specialization and interdependence using the triangular trade routes. POWER STANDARD:
Draw conclusions and inferences and make generalizations and predictions from the text.
Identify relationships between and among ideas.
SKILLS AND PROCESSES: 6A.3.a – Use a graphic organizer or another note taking technique to record important ideas or information. 6A.4.i – Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge CCSS:
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. MTLSS:
4A.1.a Use communication tools (such as e-mail, discussion boards, online conferences, Learning Management Systems, portfolios) to gather information, share ideas, and respond to questions
CONNECT: Text Features
FINANCIAL LITERACY STANDARD:
3.5.E.1 – Describe why people enter into contracts.
3.5.E.2 – Differentiate between written and verbal contracts.
STAGE 2 – ASSESSMENT EVIDENCE
ASSESSMENT EVIDENCE: BCR
STAGE 3 – LEARNING PLAN
MATERIALS: History Alive Teacher’s Guide 119 History Alive Textbook 77-85
BCR
VOCABULARY: Slave – a person who is owned by and forced to work for another person Plantation – a large farm Triangular trade – triangular shape trade route from the English colonies, the West Indies, Africa, andEurope Contract – Legally enforceable written or oral agreement between two or more parties to do or not to do something. HOOK/MOTIVATOR: Watch Angela’s video. PROCEDURE:
1. Follow the History Alive lesson 8 (Hook is the preview on page 120 in History Alive) Technology Option – Lesson Power Point (power point will take you through the lesson, reading, and activities)
2. When the students have finished this lesson hand out the reading page and map of the triangular trade.
3. You can use the map on the computer to show the trade route virtually) http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/index.html
4. Explain that this lesson describes the slaves’ journey over to the New World and their lives once here.
5. After the students complete the BCR discuss the difference between a slave (discussed in this chapter) and an indentured servant (discussed in chapter 7).
Indentured Servant – an individual who agrees to work for a period of time in exchange for free passage from Europe.
Slave - people owned by and forced to work by another person.
6. In this discussion explain to the students that indentured servants entered it a contract. The contract stated if they did their work they could be free.
7. There are two types of contracts: Verbal and Written. Ask the students if they know the difference.
8. After a few students share, explain that a verbal contract is one that is spoken, whereas written is a contract that is written out and signed. Math Integration: Activity A- Students will use a ship’s bill to find out how much of a profit a slave ship brought in. An extension would be to convert the pounds to dollars. Activity B- Students will use a trade route table to convert miles to nautical miles. An extension would be to convert the miles to kilometers and nautical miles. Distance Learning Connection: Place the diagram of the slave ship on your website or class blog along with the following question: Study the diagram of the slave ship. Now that you have learned about the journey to the New World from the colonist and slave perspective, compare or contrast one aspect of their journey.
LESSON PLAN GRADE FIVE
Lesson Seven
How did the culture of each colonial region develop?
OBJECTIVE:
2.B.1.b - Students will be able to describe how cultures changed as a result of Native America, African, and European interactions.
2.B.2.a – Students will be able to analyze how the influx of immigrants let to the economic growth and cultural diversity.
3.C.1.b – Students will be able to analyze the consequences of migration between the colonies and immigration to the colonies, such as Europeans and Africans immigrating to the east coast of the United States.
3.C.1.c- Students will be able to explain the importance of shipping and trading to the economic development of the colonies, such as Triangular Trade.
4.A.4.b – Students will be able to explain specialization and interdependence using the triangular trade routes.
POWER STANDARD:
Draw conclusions and inferences and make generalizations and predictions from the text.
Identify relationships between and among ideas.
6A.3.a – Use a graphic organizer or another note taking technique to record important ideas or information.
6A.4.i – Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge
CCSS:
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
5.NBT.7. Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
MTLSS:
4A.1.a Use communication tools (such as e-mail, discussion boards, online conferences, Learning Management Systems, portfolios) to gather information, share ideas, and respond to questions
3.5.E.1 – Describe why people enter into contracts.
3.5.E.2 – Differentiate between written and verbal contracts.
History Alive Teacher’s Guide 119
History Alive Textbook 77-85
BCR
Map
Reading Information (Triangular Trade)
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/index.html
Lesson Power Point (Technology Option)
Math Integration
Slave Ship Diagram
VOCABULARY:
Slave – a person who is owned by and forced to work for another person
Plantation – a large farm
Triangular trade – triangular shape trade route from the English colonies, the West Indies, Africa, andEurope
Contract – Legally enforceable written or oral agreement between two or more parties to do or not to do something.
HOOK/MOTIVATOR:
Watch Angela’s video.
PROCEDURE:
1. Follow the History Alive lesson 8 (Hook is the preview on page 120 in History Alive)
Technology Option – Lesson Power Point (power point will take you through the lesson, reading, and activities)
2. When the students have finished this lesson hand out the reading page and map of the triangular trade.
3. You can use the map on the computer to show the trade route virtually)
http://www.eduplace.com/kids/socsci/books/applications/imaps/maps/g5s_u3/index.html
4. Explain that this lesson describes the slaves’ journey over to the New World and their lives once here.
5. After the students complete the BCR discuss the difference between a slave (discussed in this chapter) and an indentured servant (discussed in chapter 7).
Indentured Servant – an individual who agrees to work for a period of time in exchange for free passage from Europe.
Slave - people owned by and forced to work by another person.
6. In this discussion explain to the students that indentured servants entered it a contract. The contract stated if they did their work they could be free.
7. There are two types of contracts: Verbal and Written. Ask the students if they know the difference.
8. After a few students share, explain that a verbal contract is one that is spoken, whereas written is a contract that is written out and signed.
Math Integration:
Activity A- Students will use a ship’s bill to find out how much of a profit a slave ship brought in. An extension would be to convert the pounds to dollars.
Activity B- Students will use a trade route table to convert miles to nautical miles. An extension would be to convert the miles to kilometers and nautical miles.
Distance Learning Connection:
Place the diagram of the slave ship on your website or class blog along with the following question:
Study the diagram of the slave ship. Now that you have learned about the journey to the New World from the colonist and slave perspective, compare or contrast one aspect of their journey.